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ERIC Number: ED516483
Record Type: Non-Journal
Publication Date: 2010
Pages: 158
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-2980-1
Effects of the Implementation of the "Rally to Read" Program: A Tier 3 Approach within the Response to Intervention Process
Bott, Kevin Matthew
ProQuest LLC, Ed.D. Dissertation, Baylor University
This study was a mixed-method, quasi-experimental investigation that evaluated the implementation of the "Rally to Read" remediation program, designed by the Center for Learning and Development (CLD), as a Tier 3 intervention method within the Response to Intervention (RTI) process. This study compared the progress of a Tier 3 student group on Campus A, who received "Rally to Read" services, with the progress of a Tier 3 student group in a nearby school, Campus B, who did "not" receive "Rally to Read" services, during the 2008-2009 school year. The Tier 3 student groups in these two schools were compared based on achievement on the Imagination Station (I-station) progress monitoring program. Comprehension and fluency scores from the I-station program were the primary methods of gauging Tier 3 progress for these two schools. The researcher analyzed and compared I-station usage time and student disciplinary referral averages between these groups. In addition, the teachers who were involved with the "Rally to Read" program provided survey feedback of their perceptions of the program. Their responses were analyzed in five categories: adult program training, program effects on student behavior, program curriculum, adult relationships with students, and overall program effectiveness. As a whole, the "Rally to Read" program was shown to be a successful Tier 3 intervention on Campus A of this study. Quantitative data demonstrated statistically significant differences for the I-station assessments and I-station usage times. Responses from the adult participants in the "Rally to Read" program supported the "Rally to Read" curriculum, relationship-building elements, program training, and overall program performance. The academic and behavioral accomplishments of the students on Campus A also spoke to the validity and reliability of the "Rally to Read" program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A